家庭生态环境与儿童早期数学认知能力  

Family Ecological Environment and Children's Early Mathematical Development

作　　者：张华[1] 庞丽娟[2] 许晓晖[2] 陶沙[3] 董奇[3] 

机构地区：[1]教育部课程教材研究所,北京100009 [2]北京师范大学教育学院,北京100875 [3]北京师范大学认知神经科学与学习研究所,北京100875

出　　处：《北京师范大学学报（社会科学版）》2005年第3期55-61,共7页Journal of Beijing Normal University(Social Sciences)

基　　金：国家攀登计划专项任务资助(95-专-09)。

摘　　要：家庭生态环境是一个包括家庭社会经济地位、父母对儿童发展的认识以及对儿童的知识传递行为等多个方面的复杂系统。运用访谈、问卷、结构观察等多种方法对家庭生态环境与个体早期数学认知能力发展关系的研究表明:(1)家庭社会经济地位、母亲对儿童数学认知能力发展的认识、母亲对数学任务的知觉水平以及母亲对儿童数学知识的传递行为与儿童早期数学认知能力的相关显著;(2)家庭生态环境与儿童早期数学认知能力的多层次关系模型是合理的、可接受的;(3)家庭生态环境中各因素对儿童早期数学认知能力发展的作用方式、作用程度不同,母亲对儿童数学知识的传递行为对其早期数学认知能力发展的作用最为直接、有效。The study explores the relations between family ecological environment and children's early mathematical development with mothers' interview, questionnaire and structured observation. The results indicate: (1) there is significant correlation between children's mathematical development and family ecological variables, including SES, mothers' judgment on child mathematical development, mothers' cognition on the mathematical task, and mothers' transmitting behaviors; (2) the hierarchical relationship model of family ecological environment and children's early mathematical development is reasonable. 65% variance of children's early mathematical development is explained by the family ecological environment variables; (3) the role of different variables in family ecological environment on children's early mathematical development is different. The mothers' transmitting behaviors on mathematical knowledge are the most effective variable to children's early mathematical development.

关 键 词：家庭生态环境 早期数学认知能力 家长观念 家长传递行为 

分 类 号：G40[文化科学—教育学原理]